Instructional Management must be carried out so that it is responsive in an accountability sense to the social system; there must be negotiation and communication among a variety of parties; and the work must be understood, accepted, and supported by all key participants. Communication is needed to establish and maintain the system, to resolve problems and improve negotiations, and to provide information to everyone interested in the instruction process. The author discusses some of the research by the Far West Laboratory for Educational Research and Development into the relationships between personal variables and administrative styles. He also describes a simulation that attempted to learn how the differences in the effectiveness of the performance of elementary principals might be described. (JF)